University of Tasmania

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Inclusive education in Nigeria: exploring parental attitude, knowledge and perceived social norms influencing implementation

journal contribution
posted on 2023-05-21, 02:08 authored by Torgbenu, EL, Oginni, OS, Opoku, MP, Nketsia, W, Agyei-Okyere, E
Inclusive education has become a ‘buzzword’ in the contemporary discourse on equal access to education. It has been argued that different stakeholders play a crucial role in an effort to implement inclusive education. Although teachers are key ‘architects’ who are expected to support the learning of all students in the classroom, the decisions of parents of children with and without disabilities are critical to successful implementation. In the Nigerian context, despite efforts at implementing inclusive education, only few studies have attempted to document parental perspectives. Employing Ajzen’s Theory of Planned Behaviour, this study explored parental attitudes, knowledge and perceived social norms in influencing the implementation of inclusive education. A total of 708 parents completed the Parents’ Attitudes towards Inclusive Education (PATIE) survey questionnaire in two states in Nigeria. The study found that parents were ambivalent in their attitudes and had limited knowledge and slightly positive perceived social norms. The implications of the findings for policymaking are also discussed.


Publication title

International Journal of Inclusive Education








Faculty of Education



Place of publication

United Kingdom

Rights statement

Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group

Repository Status

  • Restricted

Socio-economic Objectives

Inclusive education; Disability and functional capacity